Note that the categories HAVE changed from year to year. The updated list includes the following:
Animation | 5 minutes or less
Create an original 2D, 3D, stop-motion, claymation, paper cut-out, or mixed-media animation with the required elements of a story.
Focus: Animation technique, storytelling, and creativity.
(This could easily be the most time consuming category, but those who enjoy animation also consider it to be the most rewarding when completed.)
Documentary | 5 minutes or less
Present a real-world issue, event, person, place, or subject.
Focus: Research, authenticity, and message clarity.
(Students often think this is the "put people in a line and ask them all the same question" category. This does not make for a good documentary. You will still need a script to add context to the interviews and you'll have a lot more editing to do than the Narrative category,)
Narrative Film | 5 minutes or less
Create a dramatic work showcasing story structure and character development.
Focus: Storytelling, emotional impact, and originality.
Micro-Movie | 60 seconds or less
Tell a complete story with impact and conciseness.
Focus: Clear, compelling storytelling within one minute..
(This is off-limits for Media Arts Majors. We can do better with the time we have to get this done.)
Special Category: Future Forward: Stories of Tomorrow | 5 minutes or less NEW FOR 2026!
Create a film that imagines the future. Entries may explore emerging technology, environmental change, future careers, redesigned communities, or creative solutions to challenges facing the next generation. Films may be narrative, documentary, animation, or hybrid productions.
Focus: Imagination, thoughtful exploration, originality, and the relationship between present-day choices and future possibilities.
At this point of the course, you are expected to know the following things. They will be even more important for this assignment.
Note that they are likely more strict than what is normally allowed in this class, but you are creating a work for a MUCH larger audience.
Note the guidance for using stock images, sounds, and video. There is a limit to how much stock content may be included, even if used with permission. Use of AI does not count as use with permission. This is one area where Foulois is more strict than the Film Festival Rules.
Once you select your category, begin working on your script.
Even a documentary should have some research and planning in advance, sharing information about what has taken place. DO NOT plan for the entirety of a project to be someone else coming up with all of the dialogue.
Include with your script a shortlist of media you intend to include in your final edit.
These can include but are not limited to:
Images for use as backgrounds in a chroma key scene.
Theme song music.
B-Roll for establishing shots or providing other visual context during or in between scenes.
Anything you intend to use should include the following things in its citation:
File name or other brief description. (Example: nightWalk)
Media owner/creator (if known). (Example: airtone)
The license the media is under that allows you to use it. (Example: Creative Commons Attribution (3.0) license)
If you are using the MP3 Downloads section of FouloisTech.info, the citations are provided there for you to copy/paste. It is always easier to put the citation in when you first find the media than it is to find the media again. INSTEAD OF being lazy, DO LESS WORK.
With your script complete, it's time to begin work on your storyboard.
Storyboards can be created on paper or digitally. Mr. Smith prefers paper for his own storyboards because it's quick and simple. (Just don't get "lost in the weeds" trying to make the storyboard look perfect. It's a rough draft!)
Storyboards can be a variety of formats. You can make your own or find a template online. You can even make one by folding a single sheet of paper 4 times!
Hand in your completed script and storyboard.
Note that you are being given a full project grade for JUST the script and storyboard. Don't rush through them! If you feel like you're done, show what you have to a classmate or parent and get their feedback.
Media Arts teachers must sign a document saying they did not help with your Film Festival entry. We can provide equipment and technical knowledge, but all the work is up to you!
Rubric
25% Project adheres to the requirements of the student's chosen Film Festival category.
25% Evidence of planning (script AND storyboard) is included with the project.
25% Project is planned to be 1-5 minutes total run time (TRT).
25% Documentation included cites all media the student didn't create but still plans to add to the project, including all images, sounds, and b-roll. All citations verify that the work is being used WITH permission.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
I:6-8:1: Formulate variations of ideas, goals, and solutions for media artworks by practicing focused creative processes.
E:6-8:1: Work independently to create a visual representation of formulated ideas.
E:6-8:2: Act on creative ideas to generate artistic goals.
E:6-8:3: Predict potential obstacles and generate possible solutions.
Anchor Standard 2: Organize and develop artistic ideas and work
I:6-8:1: Organize, design, propose, and evaluate artistic ideas, models, prototypes, and production processes for media arts productions.
E:6-8:1: Refine brainstormed ideas into a production plan.
Anchor Standard 3: Refine and complete artistic work.
I:6-8:1: Experiment with multiple approaches to produce content and components for determined purpose and meaning in media arts productions.
I:6-8:2: Evaluate, improve, and refine media artworks by intentionally emphasizing particular expressive elements to reflect an understanding of purpose, audience, or place.
E:6-8:1: Improve production plan to include decisions about content and production processes.
E:6-8:2: Make judgments and decisions to refine the media production plan to set a purpose and act on creative ideas.
Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.
I:6-8:1: Integrate multiple contents and forms into unified media arts productions that convey consistent themes or ideas.
E:6-8:1: Curate and analyze multiple types of media (video, sound, still pictures) with academic content to produce one media product that has a consistent theme.
Anchor Standard 5: Develop and refine artistic work for presentation.
I:6-8:1: Develop, design, and exhibit a variety of artistic, design, technical, and soft skills through performing various assigned roles in producing media artworks.
I:6-8:2: Develop, demonstrate, and exhibit a variety of creative and adaptive innovation abilities.
I:6-8:3: Demonstrate adaptability in using tools and techniques to construct media artworks.
E:6-8:1: Be self-directed learners to define artistic/technical skill sets and roles for media production plan.
E:6-8:2: Develop and act on a variety of creative skills to produce new media.
E:6-8:3: Apply and adapt use of tools and techniques to construct media content.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
I:6-8:1: Analyze and design various presentation formats for the tasks and processes of the presentation and/or distribution of media artworks.
I:6-8:2: Analyze results of and improvements for presenting media artworks.
E:6-8:1: Manage the presentation and potential distribution of the media product(s).
E:6-8:2: Analyze and critique presentation. Develop a list of potential improvements for future presentations.
Anchor Standard 7: Perceive and analyze artistic work.
I:6-8:1: Describe, compare, and analyze message and meaning that are created by components in media artworks.
I:6-8:2: Describe, compare, and analyze how various forms, methods, and styles in media artworks manage audience experience.
E:6-8:1: Analyze the messages and audience experiences presented through a variety of media components.
Anchor Standard 8: Interpret intent and meaning in artistic work.
I:6-8:1: Analyze the intent and meaning of a variety of media artworks.
E:6-8:1: Analyze media from the media arts industry to discuss intent and meaning.
E:6-8:2: Analyze their media product(s) to discuss intent and meaning.
Anchor Standard 9: Apply criteria to evaluate artistic work.
I:6-8:1: Develop and apply criteria to evaluate various media artworks.
E:6-8:1: Collaborate with others to create criteria to evaluate media products.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
I:6-8:1: Evaluate and use personal, cultural, and/or external resources to create media artworks.
I:6-8:2: Explain and show how media artworks form new meanings, situations, and cultural experiences.
E:6-8:1: Make judgments and decisions on which resources (personal, cultural, and/or external) will be used to create media products.
E:6-8:2: Communicate clearly how decisions change elements of media (meanings, situations, and cultural context).
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
I:6-8:1: Research and show how media artworks and ideas relate to everyday life.
I:6-8:2: Analyze and interact appropriately with media arts tools and environments.
I:6-8:3: Describe the relationships of media arts to theatre, dance, music, the visual arts, and other disciplines.
E:6-8:1: Research and synthesize how media relates to everyday life.
E:6-8:2: Apply technology safely and effectively considering media literacy.
E:6-8:3: Analyze how response to media arts is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
1st Year Media Arts Majors.
2nd Year Media Arts Majors.
3rd Year Media Arts Majors.